1. Gifted Parent Information Night We are glad you are here!
Welcome!!!!
Gifted Parent Information Night
We are glad you are here!

2. Jacqui Greene Resource Teacher for the Gifted
Carlos Ramirez
Principal
Jacqui Greene
Resource Teacher for the Gifted
Add your name
Add school name
Cheryl McCullough, Supervisor of Gifted Services

3. Welcome! Please jot down any questions during the presentation.
If I cannot address your question during the presentation, I will follow up:
please include your name
your child’s name (if applicable)
your contact information
the best time for me to reach you.
Put index cards and pen/pencils on each table

4. Learning Outcomes
Explain the role of the Resource Teacher for the Gifted (RTG) within a Professional Learning Community (PLC).
Provide an overview of gifted services at Randolph ES.
Provide an overview of the identification process for Gifted Services in Arlington Public Schools.
Add school name

5. Virginia Gifted Regulations – APS Local Plan 2017 - 2021
Virginia Department of Education regulations state that each school district must develop a plan to identify and provide services to those students who have learning needs beyond the regular instructional program.
Gifted-Services-Local-Plan.pdf
There is a state regulation to identify and provide services to students

6. Shared Responsibility for Daily Differentiation for Gifted Learners
Cluster Teacher
Bigger picture view of services – SHARED responsibility for serving gifted students
Sometimes visuals help people see the vision and am also hoping this will help people see that you are working within a system building capacity
Here is more background for you if you would like it
Responsibilities for educating gifted children fall into three levels of administration and decision making: District Administrator Responsibilities Include:
  Aligning the philosophy, goals, and commitment for the development of students with advanced potential with district goals for the development of all students.
  Creating flexible policies regarding student placement to meet the needs of individual students
  Requiring specified training for teachers who have responsibility for students with advanced potential.
  Ensuring that curriculum for gifted students is mapped and articulated K-12 for systematic development of their academic potential
  Organizing services, programs, classes, personnel, and student placements to facilitate the delivery of advanced and differentiated
curriculum.
  Designing and implementing a multifaceted identification plan that includes measures that are valid and reliable and that will find those
students with outstanding performance and those with potential for outstanding performance from all cultural groups.
  Involving the stakeholders in the planning of services, in communicating about the program, and designing the evaluation of
effectiveness of those services.
Building Administrator Responsibilities Include:
Aligning the implementation of student services with the district design
Facilitating delivery of services for students, such as scheduling classes to facilitate differentiation of student instruction through grouping and collaboration Providing leadership in analysis of student achievement data Providing in-depth training opportunities in gifted education to maximize both teacher and student performance.
Addressing parental concerns for the appropriate academic challenge for individual students.
Classroom Teacher Responsibilities Include:
  Using the developed curriculum and differentiating instruction with students with advanced potential
  Monitoring the achievement of students with advanced potential
  Educating oneself on the unique social, emotional, and cognitive needs of gifted students
From An Introduction to Gifted Education: The Complete Kit for Facilitators, Coordinators and In-Service Training Professionals by Kristie Speirs Neumeister, Ph.D. and Virginia H. Burney, Ph.D. Waco, TX: Prufrock Press. Reprinted with permission from Prufrock Press.
Collaboration with RTG
Curriculum for Gifted Learners

7. Role of the RTG
Promote and model procedures, strategies, and techniques to support gifted students
Work collaboratively with cluster teachers to plan and deliver instruction
Provide curricular resources in order to differentiate content for gifted students
Lead PD and/or inform staff about gifted education training opportunities
Advocate for underrepresented populations to include 2e, ESOL/HILT, children from poverty
Facilitate the gifted identification process
APS Local Plan for the Gifted
Here is a big picture version of my role and support I give within the building

8. Professional Learning, CLT’s, Modeling, Co-Teaching

9. RTGs as Advocates for Historically Underserved Populations
Twice Exceptional (2e)
English Learners
High Ability, Low Income Students
Underachieving Students
RTG advocates for underserved populations. The links are to the NAGC white papers. Also gives parents a resource to learn more about the research on different topics via NAGC

10. Gifted Services in K-5 classrooms

11. Differentiation for Gifted Students
Differentiation Strategy
What it looks like in the classroom
General Examples
Specific Examples
Process
Providing students with different ways to interact with content
- critical and creative thinking strategies
-use of curriculum designed for high ability learners
-integrating lessons and activities from Project M3:Factors, Multiples and Leftovers as a way for high ability learners to learn GCF and LCM
Product
Providing options for demonstrating their learning
-choice board
-tic-tac-toe menu
learning contracts
To show an understanding of the different regions of Virginia students can create a project of their choice (ie: artwork, piece of writing, performance, etc.)
Content
Content typically is differentiated when a student has already mastered grade level standards for a particular unit or topic.
-extension of content
-project based learning
-extending the grade 5 order of operations standard to include parentheses and exponents

12. Collaborative Teaching
Collaborative Teaching may involve:
Whole group team teaching with classroom teacher
Small group teaching in classroom, coordinated and co-planned with classroom teacher
Co-planning with classroom teacher to support differentiation on days when gifted resource teacher is not in the classroom
Flexible grouping, which may be determined by
Needs of students and/or the classroom teacher
Difficulty of unit/topic
Many parents asks how this collaboration with the cluster teacher happens or what does it look like? Here are a few ways that this collaboration happens.
If you have different examples for how you have worked with teachers in these different ways, you may want to share that to illustrate the point better.
The point is it will look different depending on the teacher’s background and expertise, your background and expertise and the needs of the students

13. Collaboration

14. Here is our Critical and Creative Thinking framework
Here is our Critical and Creative Thinking framework. RTGs model/plan/co-teach lessons using these strategies to raise the level of rigor in the classroom for gifted as well as to expose all learners to challenging and engaging lessons. Once these are modeled for the teacher, the teacher infuses these strategies in daily lessons when appropriate. The RTG works with the collaborative teams to support this implementation.

15. Advanced-Content Resources
William and Mary Literature Units
Junior Great Books/Socratic Seminar
Jacob’s Ladder Reading Comprehension Program
Schoolwide Enrichment Model- Reading (SEM-R) Framework
Project M2 and Project M3
Best of the Continental Math League
APS Grade 5/6 Math Curriculum
Hands-On Equations
Project Clarion Science Units
William and Mary Problem- Based Science Units
William and Mary Social Studies Units
History Alive!
The DBQ Project
Primary Source Documents (Library of Congress)
Socratic Seminar
Here is a list of some of the advanced content curriculum you may see in your child’s classroom. Cluster teachers take this training and implement with cluster group (and in other students who demonstrate they are ready for this challenge) with support from RTG

16. Classroom Support (K-1)
Collaboratively plan Critical and Creative Thinking (CCT) lessons
Model and deliver monthly CCT lessons
Build capacity for teachers to replicate similar lessons in the future
Provide support for differentiating instruction
Working with teachers to find and nurture underrepresented populations
To help you see the types of services your child will receive I have broken this down by grade levels
The next few slides will give you an example of what it might look like

17. Critical and Creative Teaching Strategy:FOFE
CCT in Kindergarten
Critical and Creative Teaching Strategy:FOFE
Kindergarten lesson on Community using Mindmapping

18. Big Ideas and Bloom’s Taxonomy
Critical and Creative Teaching Strategy: Concept of Patterns
1st graders working on patterns in math

19. Planning with Teachers
Collaborative Book Studies: Mindset in the Classroom
Collaborative Book Studies – Mindset – shows how PD with teachers impact classroom instruction
1st grade – pre assessment on brain and how it works

20. Classroom Support (2-5)
Collaborate with grade-level teams to plan and/or implement advanced content
Utilize collaborative teaching methods in cluster classrooms
Incorporate CCT skills to build capacity of teachers to replicate similar lessons in the future
Provide support for differentiating instruction
Working with teachers to find and nurture underrepresented populations

21. Planning and Co-Teaching
Advanced Content: Math Project M3
Grade 3 How Big is Big unit example here

22. The Mystery of the Moli Stone

23. Mindmapping: Making Those Connections!

24. Building Language
Classic Words in Grade 4 using the W & M Vocabulary Web

25. Leading Whole Group Lessons
Critical and Creative Thinking for All:
Applying GEMAS to Riddles and Multistep Mathematics Problems
Multistep math problems in grade 5
Grouping Symbols
Exponents
Multiplication
Division
Addition
Subtraction

26. Leading Small Group Lessons
Advanced Content: Hands On Equations
Grade 4 Hands On Equations

27. Modeling of CCT Strategies
Critical and Creative Thinking: Fluency, Flexibility, Originality and Elaboration (FFOE)
4th grade FFOE
What to do when you do not have a playground? New ideas for recess

28. Communication
Differentiation Record Form- quarterly report to parents for identified students in grades K-5
Parent information nights (Fall and Spring)
Conferences
Ongoing collaboration between RTG-classroom-home

29. Gifted Services Advisory Committee (GSAC)
Arlington Public School’s Parent Advocacy Group Part of Advisory Council of Instruction
Monthly meetings
If interested in serving on this committee, please contact Dan Corcoran,

30. Contact Information
Jacqui Greene, RTG
Phone:
@RandolphEquity
Add your contact information here
Add your school logo by your name
Cheryl McCullough, Supervisor, Gifted Services
Phone:

31. Parent Resources Virginia Association for the Gifted (VAG)
National Association for the Gifted (NAGC)
Supporting Emotional Needs of the Gifted (SENG)
Here are a few organizations that support gifted education at the state and national level

32. Screening
That was a quick overview of the services. Depending on your time allotted for your parent information night, gauge how much time you have for questions especially if you are doing this before a PTA meeting.
If you have time for questions, ask for questions that would be more generic in nature and ask that they write questions about their individual child on the index card so that you can respond one on one.
Also, gauge it based on whether or not you are doing the ID process now or will wait until January.
If you do not have time, stress that they have index cards for their questions and that you will get back to them
If you are doing the ID process now, you can invite the parents of the already ID ed students to leave if they would like to do so since they do not need this information about the ID process.

33. Part 3: The Gifted Identification Process

34. Gifted Services: Areas of Identification
Specific Academic Aptitude (Grades K-12)
English
Mathematics
Science
Social Studies
Visual or Performing Arts (Grades 3-12)
Visual Art
General Music
In following the regulations, students can be identified for Academic areas in grades K-12 & in Visual and Performing Arts in grades 3 – 12

35. Screening for Gifted Services
Each year, the total population is screened by school staff to create a pool of candidates based on students’ need for gifted services.
Students may be referred for services by their classroom teacher, school personnel, parents/guardians, community leaders, or other students until April 1st of the current school year
Once a student is referred for services, the RTG works to create a portfolio with four main components for a holistic case study approach.
Students are considered for gifted services on a yearly basis.
Anyone who knows the child can submit a referral for gifted services. (For fall referrals, please know that there is a 90 instructional day process to allow for teachers to get to know your child as a learner and for the school to gather supporting information for the screening portfolio.
If teachers see a need for challenge, depth and complexity, they do not need a formal identification to adjust curricular content for students so while the bulk of screening happens in the winter/spring, it is an expectation that all APS teachers are differentiating and adjusting their teaching based on student needs.

36. 1. Nationally-normed assessments
Grade 2 students, and new-to-APS 3rd graders, take the Naglieri Nonverbal Ability Test (NNAT-2)
Grade 4 students, and new-to-APS 5th graders, take the Cognitive Abilities Test (CogAT)
Other tests may be included such as the WISC, Kaufman-Brief Intelligence Test (KBIT)
The state regulations calls for a mass screening at least once in a student’s educational career to help us find students who may not be demonstrating high performance in the classroom for a variety of reasons. APS added a mass screening tool in 2nd grade with the NNAT-2. This is a test of general intellectual ability in a non-verbal format. This test was selected as a way to cast a net for students who may not be “school smart” but who have the ability to think and problem solve at a higher level. This is what school systems use nationally to try to find historically underrepresented gifted learners because it is a culturally unbiased instrument and helps to find students from poverty, 2e learners and ELLs
In 4th grade all students are given the CogAT. This tool is an ability test to measure potential as well as achievement as it does have verbal and mathematical items as part of the test.
In K-2, if a student is referred the RTG administers the K-BIT which is an individualized ability test. There is also an option of giving the NNAT-2 for K-2 students.
Other testing done by the school system is also reviewed to get a holistic picture of the child’s strengths
Parents may submit other testing done in other school districts or previously testing given by a private psychologist

37. 2. School-based Achievement
County Level: SOLs and other available data
School Level: Ongoing formative and summative assessments
Individual Level: Honors or distinctions

38. 3. Student Behaviors/Characteristics
Local screening committee completes a Gifted Behavior Commentary (GBC)
Documents gifted characteristics and behaviors observed in a variety of settings across four categories Parent Information Sheet
Documents gifted characteristics and behaviors observed in a variety of settings across four categories
Provides an opportunity for parents to share examples that the school team may not have had an opportunity to observe during the school day
Local school committee meets and completes a Gifted Behavior Commentary Form on each student referred for gifted services
Team documents observed behaviors and characters in a variety of settings across four major areas
Parents may also submit a parent information form similar to the GBC to document characteristics and behaviors observed. I usually say that parents know their child best and this is an opportunity to give examples that the school may not have an opportunity to see during the school day

39. Gifted Behaviors Commentary (GBC)
Is highly reflective and/or sensitive to his/her environment
Readily learns and adapts to new cultures
Is acquiring language at a rapid pace
Exceptional ability to learn
Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts
Acts as an interpreter, translator, and/or facilitator to help others   
Communicates learned concepts through role playing and/or detailed artwork
Exceptional application of knowledge
Expresses ideas, feelings, experiences, and/or beliefs in original ways
Perceives and manipulates patterns, colors, and/or symbols
Exceptional creative / productive thinking
Meets exceptional personal and/or academic challenges
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Exceptional motivation to succeed
Here are the four categories for the GBC and the Parent Information Form
We have descriptors to support the school team in their creation of the GBC. These descriptors help us to capture a broader group of students in gifted services that will match the diverse background of students we have in APS and in each individual school

40. 4. Demonstrated Performance
Distinguished levels of performances when working with advanced content. Examples may include:
Project M2 & Project M3
Interpretive responses within William and Mary Language Arts units
Analysis of Primary Source Documents
Responses to Critical and Creative Thinking lessons
Student work samples are collected over time to show critical and creative thinking and responses to advanced curriculum within content areas. Work samples are also collected to show growth over time beyond what is measured typically in grade level content
RTGs work with classroom teachers to develop this portfolio

41. Visual and Performing Arts
(VPA)
Referrals for Visual/Performing Arts begin in Grade 3
Art and Music Teacher Observations of Artistic Behaviors
Student Products provided by art/music teachers
Grades
Parent Information Form
Switching gears a bit, RTGs also lead the screening and ID process for the Visual and Performing Arts.
Students may be referred starting in grade 3. Anyone who knows the child may refer him/her for gifted services. Like the academic referrals, the bulk of this work happens in winter and spring. If you refer your child in the fall, there is 90 day instructional day process to allow for teachers to get to know your child and develop a portfolio of work to support the process.
Again like the academic referrals, teachers do not have to wait for an official ID to provide depth and complexity for students who demonstrate a need for this level of differentiation.

42. Art Differentiation Visual Arts:
Differentiation takes place in the art classroom
analyzing their work with more in-depth questions
working with more/different materials
Open-ended projects that allow for students to demonstrate their creativity and abilities
Once identified in art, differentiation happens within the art class.

43. Music Differentiation
Vocal Music:
Differentiation takes place in the music classroom
Open-ended projects that allow for students to demonstrate their creativity and abilities
Once identified in music, differentiation happens within the music classroom.

44. Identification Decisions
At the end of the referral process (90 instructional days), a local screening committee meets to review the student’s portfolio and make determines about eligibility.
Identification decisions are sent to parents or guardians by letter within 10 school days of the Identification Committee meeting.
Gifted Services Identification Process Outlined on APS Gifted Services web page

45. If students are found eligible
Identified gifted students in grades 2-5 are cluster grouped* into classrooms with intellectual peers
RTG plans with and supports the classroom teachers using extension activities and projects for students who have already mastered grade- level content
Note: Support may look different in the various grade levels depending on teacher and student needs
*typically or the upcoming school year
Again, access to advanced curriculum/critical and creative thinking skills does not have to wait for the ID.

46. If students are not found eligible
An appeal is available to families following the eligibility process
Appeals begin at the school level with the principal
A second level of appeal is countywide Gifted Services Administrative Appeals Committee
Details for each step are shared in the ineligibility letter that is sent to parents. It can also be found on the APS Gifted Services webpage

47. Parent Resources Virginia Association for the Gifted (VAG)
National Association for the Gifted (NAGC)
Supporting Emotional Needs of the Gifted (SENG)

48. ? ?
Questions
That was a quick overview of the the ID process. Depending on your time allotted for your parent information night, gauge how much time you have for questions especially if you are doing this before a PTA meeting.
If you have time for questions, ask for questions that would be more generic in nature and ask that they write questions about their individual child on the index card so that you can respond one on one.
If you are planning to have another ID meeting in January you can tell them this too.
If you do not have time, stress that they have index cards for their questions and that you will get back to them
If you are doing the ID process now, you can invite the parents of the already ID ed students to leave if they would like to do so since they do not need this information about the ID process.